The Effect of The Needham And Antostell Models on Achievement And Evaluative Thinking In Geography Among Fourth Grade Literary Students

Abstract

 The current research aims to identify (the effect of the Needham and Entwistle models on the achievement and evaluative thinking in geography among fourth-grade literary students). The research was implemented on fourth-grade literary students at Al-Jazeera Intermediate School for Boys affiliated to the General Directorate of Education in Rusafa / 2 for the academic year (2022-2023). The two research tools prepared by the researcher were applied. The achievement test consisted of (37) test paragraphs, including (34) objective multiple-choice paragraphs and (3) essay paragraphs. The research sample was randomly selected and consisted of (100) students distributed into three sections, which were randomly selected to represent the two experimental groups and the control group after excluding the statistically failed students, with (34) students in the first experimental group and (33) in the experimental group. The second, and (33) students in the control group, and the three groups were rewarded in the variables (chronological age in months, intelligence, evaluative thinking), and the first experimental group was studied using the (Needham) model, and the second experimental group using the (Entostle) model, and the control group in the usual way and the researcher used statistical methods to process the data, and the results showed as follows (the presence of statistically significant differences between the students of the first and second groups and the students of the control group in the variables of achievement and evaluative thinking in favor of the two experimental groups, and no statistically significant differences appeared between the students of the two experimental groups in the variables) In light of that, the researcher made a number of recommendations and suggestions.